Cartography at Elementary School Level: Continuing Education of Teachers and Experiences in the Classroom - Maps for the Future Children Education and Internet - page 61

In reality, in the area of employment and professions, I don't believe that we can speak of
knowledge without relating it to the key factors and the work context: knowledge is always
the knowledge of someone that works on something with the purpose of achieving some
goal (objective). Furthermore, knowledge is not something that floats in space: a teacher's
knowledge is his/her knowledge and it is related to his/her person and to his/her identity, to
his/her life experiences and professional background, to his/her relationship with the
students in the classroom and to other individuals in the school, etc. Therefore, it is
necessary to study it by relating it to these essential elements of a teacher's job.
According to the author, teacher knowledge is social knowledge because it
consists of shared knowledge among a group of agents, their peers, with a similar
level of education initially, that operate in the same organization and are subject to
similar work situations, such as the programs, the subjects and the rules of the
teaching institution.
Taking into consideration the views of the author and our own experience, we
can consider the way for us, to have success in teaching practices, which include,
besides the initial stages, the continued education of teachers exercising their
profession, is to take a closer look at the subjects taught and the teaching practices
used:
What is needed is not just the dispensation of disciplinary logic from teacher training
programs, but at least open a larger space for professional education logic (initial and
continuing), which recognizes the students (and the teachers in continuing education) as
subjects who have knowledge and not simply as virgin spirits to which we simply provide
disciplinary knowledge and procedural information without doing a thorough job related to
cognitive, social and emotional beliefs and expectations, through which future teachers
(and teachers in continuing education) receive and process this knowledge and information.
This professional logic should be based on the analysis of practices, tasks and knowledge of
professional teachers, and it should be a process of reflective focus, taking into account the
actual teaching conditions and the strategies used to eliminate these factors in operation.
The structure of the proposal for the continuing education courses conducted on
the premises of CECEMCA/UNESP came closer to the one presented by Tardif
( 2010 ). They are based on the interaction of knowledge of teacher through
practices, and exchanging experiences in study groups. The main purpose of
study groups is to interact with teaching practices, considering the cognitive
aspects, the reality of life and work, not only in their school context.
The teacher in the classroom, as a rule, works alone. In this setting, he/she never
gets an immediate response. The silent understanding that accompanies this makes
it difficult to know how it was, how well his/her discourse is being received [

]

...

(Fontana 2003 ).
The exchanges and interaction in the classroom are critical and need to be
encouraged as they are during continuing education. The results of these exchanges
should be recorded in the form of texts or narratives that detail not only the events
involving the teachers and their professional performance, but also the questions,
struggles and reflections about the teaching practice.
The act of recording makes high demands on the teacher, because it differs from
the daily routine in the classroom by allowing our interaction with the act of
teaching, recording our feelings arising from it, recording what remained in our